Learning as-you-do-it is more efficient and effective than classrooms or textbook reading.
Could academic subjects remodel themselves on meditation apps, asks?
notes.andymatuschak.org/Guided_meditat
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This is probably easier for heavily procedural subjects, like math and meditation. Note that math instruction is already a lot like this, and doing exercises feels like "sitting down to do math".
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Brainstorming a bit: maybe this is why a constructionist framing has potential - to learn *concepts* in a domain, maybe structure the activity s.t. salient intrinsic motivation is to learn the concept. e.g., learn concepts of evolutionary biology bc you *NEED* to for.. a game?
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I try to do this in my instruction by creating tensions for which a concept is one answer. Sometimes this looks like retracing the path of a discovery: what did the discoverers really want to know/do, and what concepts along the way weren't enough?
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*nods* Piagetian disequilibria etc
Related thought on how puzzle games teach players mastery over the fundamental mechanics of the game:
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Thank you for sharing! Puzzle games are such a valuable reference here.
My notes on the same subject, if you’re interested: notes.andymatuschak.org/z2J6v5xtfJaeW5
(wow, that Roam link took more than a full minute to load! yikes!)
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Ohh love that term! Reminds me also of need for cognition. Hypothesis: people vary in terms of how much they feel (and are intrinsically and +vely driven by) these disequilibria. If more, then less need to "find the fun": just plunk them in the authentic context!
Challenge of teaching and designing learning environments IMO is helping people who are (currently, in that environment, or dispositionally) lower on "disequilibrium" sensitivity.
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